NR 351 Week 3 Assignment Professional Paper Worksheet Professionalism in Nursing
NR 351 Week 3 Assignment Professional Paper Worksheet Professionalism in Nursing
Nursing as a health care science focuses on serving the needs of humans as a biophychosocial and spiritual being. Its practice requires not only scientific knowledge, but also interpersonal, intellectual and technical abilities and skills. This means a composition of knowledge, clinical work and interpersonal communication. Communication is a vital element in nursing in all areas of activity and in all its interventions such as prevention, treatment, therapy, rehabilitation, education and health promotion. Good Communication also improves the quality of care provided to patients, which is observed in the results. Additionally, it is considered an inalienable right and a prerequisite for building a genuine and meaningful relationship between patients and nurses and other health professionals. Kourkouta (2014). Effective communication between nurses and physicians is extremely important to patient safety. The Joint Commission reports that communication errors contribute to the majority of sentinel events reported. Thomas (2009)
I would like to share an experience I had recently involving poor communication, teamwork and collaboration. It involved a scheduled procedure on a patient’s left hand. This patient was evaluated and diagnosed by her surgeon, seen by him the morning of the procedure, completed all the pre-operative assessments and was ready to be transported to the operating room.
While performing my assessment and interview, I noticed a bangle bracelet on her left wrist, the operative limb. I kindly asked her to remove the bracelet. Patient stated that the bracelet has been on for the past 20 years and she was physically unable to remove it. She became emotional and tears begin to flow. She shared with me how special the bracelet was to her and if it must be removed she would not proceed with her surgery. By taking the time to listen and sympathize with my patient, I recommended that she reconsider her decision. I pointed out that she had mentally and physically prepared for the procedure. She would still have the pain and problems that she had previously. Upon further dialogue, it was discovered that the bracelet was actually made of glass and therefore, could not be removed safely in the hospital setting. I explained that we would try to figure out a solution together.
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I contact the surgeon and he said he would not perform the procedure if the bracelet was not removed. At this point, I communicated the situation to my supervisor. My supervisor consulted the surgeon and explained the predicament. At this point, he decided to perform the procedure with the bracelet left in place but secured and kept out of the sterile field.
Again, I returned to the patient and explained what the plan was moving forward. She was to immediately seek treatment in the emergency department should swelling occur because the bracelet could cause harm and increase the risk for potential loss of hand/limb. She understood and agreed to use ice and elevation to minimize the swelling. I also spoke to the husband and explained the events, the delay and the importance of monitoring for swelling.
My patient was relieved, the procedure safely performed and her bracelet remained in place. The roles assumed by nurses require that they have a repertoire of clinical, cognitive and communication skills. Adaptation to situations is necessary as nurses often encounter complicated patient situations. Hood ( 2018). This event included communication, teamwork and collaboration, safety, patient centered care, quality improvement, leadership and professionalism on my part as a nurse. These core competencies came together to allow me to provide excellent patient care.
Hood, L. J. Leddy and Pepper’s Professional Nursing (9th ed.). Philadelphia, PA Wolters Kluwer
Kourkouta, L. Communication in Nursing Practice (February 2014). https://www.ncbi.nlm/nih.gov/pmc/articles/PMC3990376/
Professional Paper Worksheet Guidelines
The purpose of this assignment is to allow the learner to demonstrate good organization, appropriate resources, and correct APA formatting for preparing a professional paper.
This assignment enables the student to meet the following course out comes.
CO #3.Demonstrate effective verbal, written, and technological communication using legal and ethical standards for transferring knowledge using success resources provided to Chamberlain students.(PO#3)
CO #4. Integrate critical thinking and judgment in professional decision-making in collaboration with faculty and peers. (PO#4)
CO #5. Apply concepts of professionalism when planning for personal, intellectual, and professional development. (PO#5)
CO #9.Demonstrate accountability for personal and professional development by assessing information and technology competence, implementing plans for upgrading technology skills, and using effective strategies for online student success using resources provided to Chamberlain students. (PO#5)
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Submit the assignment to theWeek3Dropboxby Sunday,11:59 p.m.MT.
This assignment is worth a total of125points.
PREPARING THE Professional Paper Worksheet
1. Carefully read this document (Professional Paper Worksheet Guidelines),including the Rubric.
2. Download the Professional Paper Worksheet Template from Doc Sharing. Rename that document as Your Last Name Professional Paper Worksheet.docx, for example Smith Professional Paper Worksheet. Save it to your own computer or drive in a location where you will be able to retrieve it later.
3. Type your assignment directly on the saved template. Remember that only Microsoft Word 2010oralater version is acceptable. The document must be saved as a.docx. Save frequently to prevent loss of your work.
4. Recall the Nurse of the Future Nursing Core Competency that you selected for your Professional Paper Topic in the Week 1 Time Management Plan assignment.
5. Locate pages in your Hood textbook that correspond to your paper topic. HINT: Begin with the syllabus.
6. From the Syllabus, locate the week that your topic is presented. Go to the Assignments page for that week. Click on the link to the assigned article for your paper topic. Read the article. NOTE: You must use the article assigned based on your topic.
7. Create a reference in APA format for the article assigned.
8. Select a 10–25-word quotation from that article that you plan to use in your Professional Paper. Do not select words or ideas that the author(s) attributes to another source. Provide the quotation and citation in correct APA format.
9. Paraphrase the passage that you previously quoted. Provide your paraphrased wording and citation in correct APA format.
10. Prepare a detailed outline for your Professional Paper as indicated on the Template (specific topics only, complete sentences not needed). NOTE: The Professional Paper will contain 500–600 words of content.
11. Double check your answers with the rubric prior to submission.
12. When your assignment is complete, save and close the completed Professional Paper Worksheet Template. Login to the course and submit the completed template as an attachment to the Week 3Dropbox.See theWeek3 Assignments page for step-by-step instructions on how to use the Dropbox.
Professional Paper Worksheet Template
Student Name: Date:
1. Carefully read the Professional Paper Worksheet Guidelines found in Doc Sharing. This provides specific details on how to complete this assignment.
2. Rename this document by clicking Save As. Change the file name so it reads Your Last Name Professional Paper Worksheet.docx. For example, if your last name is Smith, type Smith Professional Paper Worksheet.docx.
3. Save the document as a .docx file in Microsoft Word 2010 or later.
4. Type your name and date at the top of this template.
5. Type your answers directly on the template. Follow all instructions on this Template and the Guidelines document (including the Rubric). Save frequently to prevent loss of your work.
6. Submit to the Dropbox by the end of Week 3, Sunday at 11:59 p.m. MT.
7. Post questions about this assignment to the Q& A Forum so your classmates can read the advice, too. You may also e-mail questions to your instructor.
Item Instructions Type your answers below
Approved Paper Topic (from Week 1 Assignment):
Clearly state the Nurse of the Future Nursing Core Competency topic that was approved as your topic in Week 1 Time Management Plan Assignment.
Page numbers in Hood textbook on your topic:
Clearly state page numbers in Hood textbook that correspond to the selected topic.
Reference for Journal Article:
Create a reference for the assigned article using correct APA format including: authors, year, article title, journal name, volume number, issue number, page numbers, italics, parentheses, punctuation, line spacing, and hanging indent.
Quotation with Citation:
Type a quotation (10–25 words) from the assigned article using correct APA citation including quotation marks, authors’ names, year, page numbers, and parentheses. Do not use words or ideas the authors cited from another source.
Paraphrased Area and Citation:
Type appropriately paraphrased version of the words quoted in the section above using correct APA citation including authors’ names, year, and parentheses. Do not use words or ideas that the authors cited from another source.
Professional Paper Outline:
Develop outline for professional paper including introduction, 2 main topics, and conclusion (all with excellent subtopics as required on Template). Excellent specifics used.
Nurses play a vital role in promoting patient safety. Especially with the current pandemic affecting the world. We have had policies and practices change, sometimes daily over the last couple weeks. The ultimate goal with these changes is to provide a safe atmosphere for all patients and staff.
According to Massachusetts Nurse of the Future Nursing Core Competencies, it is important for nurses to discuss the potential and actual impact of the rules and regulations initiated. Yesterday we had a mock “Code Blue 19” on the floor. As an ICU nurse assigned to the code team, I was responsible for responding to this code. During the mock code we went over exactly who was necessary to be in the room and what the appropriate PPE would be in this situation. It was very helpful. If/when I am responsible to respond to an actual code on a COVID-19 pt, I feel that myself, my coworkers and the patient will be as safe as we can.
The first few days we had patients with pending COVID-19 tests, we were to have them in droplet and contact precautions. At this time, no RN’s or NA’s had been provided with N95’s. This week, if we were caring for a patient with a pending COVID-19 test we were provided an N95 to be worn for 7 shifts. We also have a few CAPR’s available in our unit to be used during procedures such as intubation, extubation and bronchoscopies. I am thankful that we are receiving a little bit more education and PPE’s to keep ourselves, our families and our patients safe.
I know this a problem nationwide. In fact JACHO reported:
In emergency situations such as this, organizations may need to institute measures to conserve supplies of PPE. These may include:
- Use of alternative products, such as powered air purifying respirators (PAPRs) in place of N95 respirators and eye protection
- Revising how PPE will be used (e.g., keeping the same N95 respirator or mask on for care of multiple patients unless contaminated or damaged)
- Alternate gowns for protection of staff or sterile procedures
This is a scary time for all of us, but the number one thing of importance for us all to remember is to keep ourselves and our patients safe.
Managing Critical Shortages of Personal Protective Equipment. (2020, March 23). Retrieved from https://www.jointcommission.org/resources/news-and-multimedia/blogs/on-infection-prevention-control/2020/03/23/managing-critical-shortages-of-personal-protective-equipment/
Massachusetts Department of Higher Education Nursing Initiative. (2010). Massachusetts Nurse of the Future Nursing Core Competencies© Registered Nurse. Retrieved from http://www.mass.edu/nahi/documents/NOFRNCompetencies_updated_March2016.pdf
In discussions, you, as a student, will interact with your instructor and classmates to explore topics related to the content of this course. You will be graded for the following.
Discussions (graded): Discussions are a critical learning experience in the online classroom. Participation in all discussions is required.
2. Guidelines and Rubric for Discussions
PURPOSE: Threaded discussions are designed to promote dialogue between faculty and students, and students and their peers. In the discussions students:
- Demonstrate understanding of concepts for the week
- Integrate scholarly resources
- Engage in meaningful dialogue with classmates
- Express opinions clearly and logically, in a professional manner
Participation Requirement: You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday.
Participation points: It is expected that you will meet the minimum participation requirement described above. If not:
- You will receive a 10% point deduction in a thread if your response to the initial question is not posted by 11:59 p.m. MT on Wednesday
- You will also receive a 10% point deduction in a thread if you do not post at least three (3) times in each thread on at least two (2) separate days.
3. Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
4. Participation Guidelines
You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday. Discussions for each week close on Sunday at 11:59 p.m. Mountain Time (MT). To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. For courses with Week 8 graded discussions, the threads will close on Wednesday at 11:59 p.m. MT. All discussion requirements must be met by that deadline.
5. Grading Rubric
|Discussion Criteria|| A
Outstanding or highest level of performance
Very good or high level of performance
Competent or satisfactory level of performance
Poor or failing or unsatisfactory level of performance
|Answers the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week.
|Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts.
|Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts.
|Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts.
|Minimally addresses the initial discussion question(s) or does not address the initial question(s).
|Integrates evidence to support discussion. Sources are credited.*
( APA format not required)
|Integrates evidence to support your discussion from:
Sources are credited.*
|Integrates evidence to support discussion from:
Sources are credited.*
|Integrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson.
Sources are credited.*
|Does not integrate any evidence.
|Engages in meaningful dialogue with classmates or instructor before the end of the week.
|Responds to a classmate and/or instructor’s post furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion.
|Responds to a classmate and/or instructor furthering the dialogue by adding some depth to the discussion.
|Responds to a classmate and/or instructor but does not further the discussion.
|No response post to another student or instructor.
|Communicates in a professional manner.
|Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).
|Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation).
|Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation).
|Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation).
Response to initial question: Responds to initial discussion question(s) by
Wednesday, 11:59 p.m. M.T.
|0 points lost
Student posts an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.
Student does not post an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.
Total posts: Participates in the discussion thread at least three times on at least two different days.
|0 points lost
Posts in the discussion at least three times AND on two different days.
Posts fewer than three times OR does not participate on at least two different days.
* Credited means stating where the information came from (specific article, text, or lesson). Examples: Our text discusses…. The information from our lesson states…, Smith (2010) claimed that…, Mary Manners (personal communication, November 17, 2011)…. APA formatting is not required.
|** Assigned readings are those listed on the syllabus or assignments page as required reading. This may include text readings, required articles, or required websites.|
|*** Scholarly source – per the APA Guidelines in Doc Sharing, only scholarly sources should be used in assignments. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Wikipedia, Wikis, .com website or blogs should not be used as anyone can add to these. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. Outside sources do not include assigned required readings.|
|NOTE: A zero is the lowest score that a student can be assigned.|
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